Mixtures, Solutions, and Suspensions

Size: px
Start display at page:

Download "Mixtures, Solutions, and Suspensions"

Transcription

1 Purpose To explore how mixtures, solutions, and suspensions form by combining and then attempting to separate various materials. Process Skills Observe, measure, predict, collect data, interpret data, communicate, draw conclusions Background When you combine two or more materials, they will usually become a mixture, a solution, or a suspension. The materials you mix might be any combination of solids, liquids, and gases. In a mixture, each material keeps its own properties. A tossed salad is a mixture of many solids. You could easily separate the lettuce, tomatoes, and onions. The carrots do not combine with the cucumbers. A solution is a special kind of mixture. In a solution, the atoms of the materials bond with each other. It is much harder to separate materials in solutions than in mixtures. Grape juice is an example of a liquid solution in which fruit juice combine. In a suspension, tiny pieces of solid material float within the liquid. For example, when you mix dirt, the dirt is temporarily suspended in the liquid. In time, gravity will pull the small particles of dirt to the bottom of the water. Time Part 1: about 1 hour Part 2: about 5 minutes (next day) Grouping Pairs or small groups mixing matter Mixtures, Solutions, and Suspensions Materials (per group) q Data Sheets 1a, 1b, and 2 q 2 large, clear jars with lids q masking tape q marker q powdered clay q q salt q water q tablespoon q ½-cup measuring cup q paper plate q bowl q coffee filters q plastic spoon q piece of metal mesh or screen material q magnet q variety of other supplies Jar 1 Jar 2 1 Figure A

2 Exploration Mixing Matter Mixtures, Solutions, and Suspensions Procedure Part 1: Separating Mixtures, Solutions, and Suspensions Predict: As a group, examine the available materials in this activity. Observe the properties of the powdered clay,, salt,. Then discuss a plan for how to separate each combination of materials listed on Data Sheet 1a. Also discuss whether you think each combination of materials will turn into a mixture, solution, or suspension. Complete the two Prediction columns of the data table on Data Sheet 1a. 1. Use masking tape and a marker to label the jars as Jar 1 and Jar Add 1 tbsp. powdered clay and 1 tbsp. to Jar 1. Put the lid on securely. Shake the jar vigorously ten times. Then remove the lid (see Figure A). 3. Try to separate the combination of materials according to the plan you recorded on the data table (first Prediction column). Use any available supplies to try separating the materials (see Figure B). If you are unable to separate the materials using your original plan, try another approach, which may include supplies other than those listed in this activity. [Note: Get your teacher s permission before trying any methods that may pose safety risks.] Jar 1 Jar 2 Figure B 4. Record your results for this combination of materials on Data Sheet 1b. In the first Results column, identify the method that worked best for separating the materials. If more than one method worked, list them all. If you were unable to separate the materials, write none in the box and then explain what else you might try in order to separate the materials. Use separate paper if you need more room. 5. Discuss as a group whether the combination of materials is a mixture, solution, or suspension and record this answer in the last column of Data Sheet 1b. Use separate paper if needed. 6. Pour the materials (whether separated or not) into Jar 2. All materials from each combination will wind up in Jar 2 after you have attempted to separate them. 7. Rinse out Jar 1. Dry thoroughly. 2

3 Exploration Mixing Matter Mixtures, Solutions, and Suspensions 8. Repeat steps 2 7 by mixing each of the following combinations of materials in Jar 1: 1 tbsp. salt mixed with 1 tbsp. 1 tbsp. salt mixed with 1 tbsp. powdered clay 1 tbsp. mixed with ½ cup water 1 tbsp. salt mixed with ½ cup water 1 tbsp. powdered clay mixed with ½ cup water 9. Now test what happens when all four materials are combined. All of the materials from earlier tests should now be inside Jar 2. Put the lid on Figure C securely. Shake the contents of Jar 2 vigorously ten times (see Figure C). 10. Repeat steps 3 5 for the contents of Jar 2. Try separating each material from all the others and describe the methods that you used. Also discuss whether your group believes that the combination of the four materials was a mixture, solution, or suspension. Record this answer in the last box on Data Sheet 1b. Jar Finally, return your materials to Jar 2. Replace the lid. Shake the combined contents of Jar 2 ten times. 12. Use masking tape and a marker to label the jar with your names. Then set it in a place where it will be undisturbed until tomorrow. Collect and clean all other materials from the activity. 13. As a group, discuss how you think the contents of Jar 2 might change after sitting for one day. Record your prediction on Data Sheet 2. Part 2: Observing Mixtures, Solutions, and Suspensions After One Day (Jar 2) 1. One day after completing Part 1, observe what has happened to the materials in Jar Record your observations on Data Sheet 2. Describe what has happened to each of the four materials. Then describe the overall appearance of the contents in Jar Discuss as a group how you will try to separate the materials, now that Jar 2 has sat for one day. 4. Use the methods you have chosen to try separating the materials that you combined in Jar 2. Record these methods on Data Sheet When done, dispose of the contents of Jar 2 and clean the materials used during the activity.

4 Exploration Mixing Matter Mixtures, Solutions, and Suspensions Data Sheet 1a Name Date Collect Data Materials Predictions Which method will be most effective for separating the materials? Will a mixture, solution, or suspension form? and powdered clay Iron filings Salt, salt,, 4

5 Exploration Mixing Matter Mixtures, Solutions, and Suspensions Data Sheet 1b Name Date Collect Data Materials Results Which method was most effective for separating the materials? Did a mixture, solution, or suspension form? Why do you think this was so? and powdered clay Iron filings Salt, salt,, 5

6 Exploration Mixing Matter Mixtures, Solutions, and Suspensions Data Sheet 2 Name Date Prediction: How will the contents of Jar 2 change after sitting undisturbed for one day? Collect Data Material powdered clay Appearance and location of material salt water combined contents of Jar 2 Sketch of Jar 2 after sitting for one day Which methods will you use to separate each material from Jar 2? powdered clay salt water 6

7 Exploration Mixing Matter Mixtures, Solutions, and Suspensions Questions Name Date Analyze Data 1. Which materials were easiest to separate during Part 1? Why do you think this was so? 2. Which materials were most difficult or impossible to separate during Part 1? Why do you think this was so? 3. Which tools and methods did you find most helpful in separating the most materials? Why do you think this was so? 4. Compare how difficult it was to separate the contents of Jar 2 during Part 1 with how difficult it was to separate the contents of Jar 2 during Part 2 (after one day had passed): 5. Which of your plans for separating the materials had to be changed the most? Describe how and why you changed your methods. Draw Conclusions 1. What other tools would have been useful to help separate materials during this activity? Why would they have been more useful than the tools you used? 2. Why do you think certain materials are easy to separate and others are difficult to separate? 3. Name three careers in which knowledge of the best ways to separate combined materials would be necessary. 7

8 Teaching Tips mixing matter Mixtures, Solutions, and Suspensions These process activities will help students understand how matter combines in various ways. Students will explore and experiment with mixtures, solutions, and suspensions. They will observe physical and chemical changes in matter, including state changes and combinations of solids, liquids, and gases. These activities will provide a starting point for further investigation into chemistry and the properties of matter. Set-up and procedures safety materials Review lab safety, materials management, and time management with students before beginning the activity. Before students make predictions and attempt to combine and separate their materials, you may want to conduct your own investigation so you will be able to judge whether students results are reasonable. Provide adequate time for students to revise their plans and to try different methods if their initial prediction is not effective in separating the materials. Not all of the material combinations may be separable in the classroom. Students may get frustrated when they are unable to successfully separate the salt-and-water solution or the water-and-clay suspension. If time allows, you might let students leave the saltwater solution and the moist clay in the sun until the water has evaporated, effectively separating the salt and the clay from the water. Reinforce vocabulary (e.g., mixture, solution, suspension, solids, liquids, gases) throughout the activity. You may want to assign jobs for each student within each cooperative group. Examples include getter, recorder, mixer, measurer, water pourer, and reporter. While special safety equipment is not necessary for this exploration, you may want students to practice using personal protective equipment (e.g., goggles, gloves) when adding materials to the jars and when shaking jars. Insist that students make sure the lid is securely screwed onto each jar before shaking it, and model a safe, two-handed method for shaking the jar to avoid breaks. Using large, clear plastic jars is advisable. Avoid glass, if possible. The materials list does not include containers to hold each of the four materials that will be combined. Choose appropriate containers for each material, and let groups obtain their materials from these containers. 1

9 EXPLORATION Mixing Matter Mixtures, Solutions, and Suspensions To save time, you may want to prepare three plastic bags for each group that contain three tablespoons each of powdered clay,, and salt. If any of the materials are difficult to obtain, choose alternatives that will yield similar results when combined during this activity. Arts and crafts stores are likely to sell powdered clay, and many hardware, hobby, and science-supply stores sell. If a classroom sink is not available, a large tub or bucket of water may be used for rinsing jars. It is advisable to have a broom, dustpan, mop, and paper towels available in case of spills. Have extra materials available in case of spills. extensions and variations Variation/Inquiry Science: Try this exploration again, but allow each group to only use a coffee filter, a piece of metal mesh, or a magnet. Were students still able to separate their materials as effectively as they were when all three types of supplies were available? Research/Technology: Have a contest challenging groups of students to list the most examples of mixtures, solutions, and suspensions. Allow them to use library and online resources. Alternately, provide a list of items and encourage students to use what they have learned to determine which items on the list are mixtures, solutions, or suspensions. Home Connection: Have students observe how to separate a sugar-andwater solution by making rock candy at home. Send instructions home. Field Trip: Visit the school cafeteria, a restaurant, or a grocery store and have students list examples of mixtures, solutions, and suspensions. Field Trip/Technology: Take a trip to a local recycling or water-treatment plant to observe separation and filtration techniques. Encourage students to take digital photographs and then use a projected slideshow application to create a presentation about what they learned. Research: See Using the Internet in the Unit Guide for suggested websites to extend the learning. 2

10 Exploration Answer key Mixing Matter Mixtures, Solutions, and Suspensions Data Sheet 1a Exploration Mixing Matter Mixtures, Solutions, and Suspensions Data Sheet 1a Name Date Collect Data Materials Predictions Which method will be most effective for separating the materials? Will a mixture, solution, or suspension form? and powdered clay Iron filings Predictions will vary. Students should demonstrate that they have observed the properties of each material and that they understand the differences among mixtures, solutions, and suspensions. Salt, salt,, 4 3

11 Exploration Answer key Mixing Matter Mixtures, Solutions, and Suspensions Data Sheet 1b Exploration Mixing Matter Mixtures, Solutions, and Suspensions Data Sheet 1b Name Date Collect Data Materials Results and Which method was most effective for separating the materials? Run a magnet through the clay to pick up the iron. Run a magnet through the clay to pick up the iron. Did a mixture, solution, or suspension form? Why do you think this was so? Mixture. The individual materials can be separated. They have not joined chemically. Each material keeps its own unique properties. Mixture. The individual materials can be separated. They have not joined chemically. Each material keeps its own unique properties. powdered clay Iron filings Salt, salt,, Separation is not possible using the available materials unless water is added. Use a magnet to pick up the iron or use mesh or filter paper to drain the water. Separation is not possible using the available materials unless we let the water evaporate. Use filter paper or mesh to drain the water. (Some clay will remain suspended.) Students may list a combination of the techniques listed above. Mixture. While it is difficult to separate the materials, they have not joined chemically. Each material keeps its own unique properties. Mixture. The individual materials can be separated. They have not joined chemically. Each material keeps its own unique properties. Solution. The salt has dissolved into the water and is equally distributed. Suspension. The powdered clay has not dissolved into the water but is floating in it. The powdered clay may be removed from the water by filtration or by letting it stand. A combination of a mixture, a solution, and a suspension. Some materials are only mixed, some are dissolved, and some are suspended. 5 4

12 Exploration Mixing Matter Mixtures, Solutions, and Suspensions Data Sheet 2 Answer Key Exploration Mixing Matter Mixtures, Solutions, and Suspensions Data Sheet 2 Name Date Prediction: How will the contents of Jar 2 change after sitting undisturbed for one day? Answers will vary and should include detailed predictions. Collect Data Material powdered clay Appearance and location of material The powdered clay will likely be lying on top of the. Some clay may still be mixed with the. salt water The will likely be on the bottom of the jar. (Depending on the size of jar used, students may have to look through the bottom of the jar to see the, but remind them not to disturb the contents.) Depending on the humidity and temperature of the location of the exploration, some salt may have separated from the water, leaving a very slight ring around the top water line of the jar. The rest of the salt will remain dissolved in the water. The water will be positioned on top of the powdered clay. It may appear slightly cloudy due to the salt content. combined contents of Jar 2 The water may be slightly cloudy but should be much clearer than when the jar was shaken. Layers will have formed. The will likely be found on the bottom, the powdered clay will be in the middle, and the salt water will be on top. Sketch of Jar 2 after sitting for one day Which methods will you use to separate each material from Jar 2? powdered clay Student sketches should match their observations described above. salt Answers will vary but should reflect previous knowledge of which methods worked best in Part 1 of the exploration. water 6 5

13 EXPLORATION Answer key and explanations Analyze Data Mixing Matter Mixtures, Solutions, and Suspensions 1. Which materials were easiest to separate during Part 1? Why do you think this was so? Answers will vary but are likely to focus on the, which are easily separated by using the magnet or filtration. None of the other combined materials are magnetic or have large enough particles to be caught by the metal mesh. 2. Which materials were most difficult or impossible to separate during Part 1? Why do you think this was so? Answers will vary but are likely to focus on either the saltwater solution, which was impossible to separate except by evaporation, or the suspension (powdered clay ), which was impossible to completely separate without allowing time for settling. 3. Which tools and methods did you find most helpful in separating the most materials? Why do you think this was so? Answers will vary, but picking up with the magnet and filtering materials with the coffee filter may be the most useful tools and methods. 4. Compare how difficult it was to separate the contents of Jar 2 during Part 1 with how difficult it was to separate the contents of Jar 2 during Part 2 (after one day had passed): Answers will vary. Students might indicate that it was easier to separate some of the materials (such as the powdered clay, salt, and during Part 1) because they were dry. Other materials (such as the powdered clay during Part 2) may have been easier to separate due to settling, once mixed with water. 5. Which of your plans for separating the materials had to be changed the most? Describe how and why you changed your methods. Answers will vary, depending on the methods students chose. Students should compare the second and fourth columns of the completed table on Data Sheet 1, looking for examples of when they had to change their methods from what they thought would work best. Students should also explain why they had to change one of their methods the most. 6

14 EXPLORATION answer key and explanations Draw Conclusions Mixing Matter Mixtures, Solutions, and Suspensions 1. What other tools would have been useful to help separate materials during this activity? Why would they have been more useful than the tools you used? Answers will vary but may include a sifter, a piece of fabric, or a heating device (to remove the water more quickly). 2. Why do you think certain materials are easy to separate and others are difficult to separate? Mixtures tend to be easier to separate than solutions or suspensions because they retain their physical and chemical properties. Once materials combine into something new, it is more difficult to return the combination to its original parts. If two materials (e.g., sugar water mixed with salt water or iron filings mixed with steel filings) had similar properties, it would be difficult to separate the materials within them. 3. Name three careers in which knowledge of the best ways to separate combined materials would be necessary. Answers will vary but may include chemist, baker, mining engineer, pharmacist, and wastemanagement worker (e.g., water treatment, recycling). 7

Name Date. Weathering Rocks

Name Date. Weathering Rocks Weathering Rocks Name Background Information In this lab, you will investigate the weathering of rocks, both mechanically and chemically. Mechanical weathering is also known as physical weathering, which

More information

Separating the Mixture

Separating the Mixture Separating the Mixture 40- to 1 50-minute session ACTIVITY OVERVIEW I N V E S T 5 I O N I G AT Students perform their procedures written in Activity 3, A Plan to Separate the Mixture, to physically separate

More information

Solutions, Suspensions, and Colloids

Solutions, Suspensions, and Colloids Movie Special Effects Activity 3 Solutions, Suspensions, and Colloids GOALS In this activity you will: Explore different ways that materials can be mixed together to make new materials. Test some materials

More information

EXTRA CREDIT PAGES K

EXTRA CREDIT PAGES K Mixtures (13K) EXTRA CREDIT PAGES 13-14 K Elements and compounds are pure substances, but most of the materials you see every day are not. Instead, they are mixtures. A mixture is made of two or more substances

More information

Lesson 1 Substances and Mixtures

Lesson 1 Substances and Mixtures Lesson 1 Student Labs and Activities Page Launch Lab 8 Content Vocabulary 9 Lesson Outline 10 MiniLab 12 Content Practice A 13 Content Practice B 14 School to Home 15 Key Concept Builders 16 Enrichment

More information

Separating Mixtures. Name: Class:

Separating Mixtures. Name: Class: Separating Mixtures Name: Class: Directions: Match the words with the big ideas by writing the letter beside the idea. Use the same words in the short article below. Use key words and phrases from the

More information

Substances and Mixtures:Separating a Mixture into Its Components

Substances and Mixtures:Separating a Mixture into Its Components MiraCosta College Introductory Chemistry Laboratory Substances and Mixtures:Separating a Mixture into Its Components EXPERIMENTAL TASK To separate a mixture of calcium carbonate, iron and sodium chloride

More information

From Which Planet is the Soil Sample From?

From Which Planet is the Soil Sample From? Teacher From Which Planet is the Soil Sample From? NGSSS: SC.912.P.8.2: Differentiate between physical and chemical properties and physical and chemical changes of matter. Purpose of Lab/Activity: To separate

More information

Describing Matter Laboratory

Describing Matter Laboratory Describing Matter Laboratory Name: 5 th Grade PSI Science Score: / 5 Experiment Question: How is matter identified? What are the observable properties of matter? Hypothesis Starters: 1. Your eyes help

More information

Erosion. changing landforms. Purpose. Process Skills. Background. Time 1 1 ½ hours Grouping Pairs, small groups, or class.

Erosion. changing landforms. Purpose. Process Skills. Background. Time 1 1 ½ hours Grouping Pairs, small groups, or class. Purpose To demonstrate how several factors affect the rate of erosion. Process Skills Observe, Measure, Collect data, Interpret data, Form a hypothesis, Make a model, Identify and control variables, Draw

More information

Bay Area Scientists in Schools Presentation Plan

Bay Area Scientists in Schools Presentation Plan Bay Area Scientists in Schools Presentation Plan Lesson Name Presenter(s) The Water Cycle UC Berkeley PhD students Grade Level 1 Standards Connection(s) Earth Sciences, physics sciences CA Science Content

More information

CLASSROOM KIT MAGNET EXPLORATION

CLASSROOM KIT MAGNET EXPLORATION CLASSROOM KIT MAGNET EXPLORATION Page 1 1 Activity: What Do We Already Know? Teacher A simple, yet effective learning strategy, a K-W-L chart, is used to help Background: students clarify their ideas.

More information

Rock Layers Lab

Rock Layers Lab Rock Layers Lab Name: 4th grade PSI Science - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Experiment Questions How are different sediments deposited differently?

More information

Mystery Substance Laboratory Experiment

Mystery Substance Laboratory Experiment Mystery Substance Laboratory Experiment Name: 5 th Grade PSI Science Score: / 5 Experiment Question: How effectively can you determine what a mystery substance is by testing its observable properties?

More information

Partnerships Implementing Engineering Education Worcester Polytechnic Institute Worcester Public Schools Supported by: National Science Foundation

Partnerships Implementing Engineering Education Worcester Polytechnic Institute Worcester Public Schools Supported by: National Science Foundation Introduction to Engineering: 1.A.III Chemical Engineering Grade Level 1 Sessions Seasonality Instructional Mode(s) Team Size MA Frameworks WPS Benchmarks Key Words Session I: What do chemical engineers

More information

Chemical Energy Conversions. Vanderbilt Student Volunteers for Science VINSE/VSVS Rural

Chemical Energy Conversions. Vanderbilt Student Volunteers for Science VINSE/VSVS Rural Chemical Energy Conversions Vanderbilt Student Volunteers for Science 2018-2019 VINSE/VSVS Rural Important!!! Please use this resource to reinforce your understanding of the lesson! Make sure you have

More information

Your web browser (Safari 7) is out of date. For more security, comfort and. the best experience on this site: Update your browser Ignore

Your web browser (Safari 7) is out of date. For more security, comfort and. the best experience on this site: Update your browser Ignore Your web browser (Safari 7) is out of date. For more security, comfort and Activitydevelop the best experience on this site: Update your browser Ignore Educator Version Magnetic Fields Lab What is a magnetic

More information

Applications in Forensic Science. T. Trimpe

Applications in Forensic Science. T. Trimpe Applications in Forensic Science T. Trimpe 2006 http://sciencespot.net/ What is chromatography? From Wikipedia... Chromatography (from Greek word for chromos for colour) is the collective term for a family

More information

How many of you like trail mix?

How many of you like trail mix? Essential Questions What is a mixture? What is a solution? What is the difference between a mixture and a solution? How can materials in a mixture or solution be separated? How many of you like trail mix?

More information

Periodicity of Properties of Oxides

Periodicity of Properties of Oxides Microscale Periodicity of Properties of Oxides Some oxides produce acidic solutions when they dissolve in water. These oxides are classified as acidic oxides (acid anhydrides), and they are the primary

More information

5.1. The Classification of Matter

5.1. The Classification of Matter 5.1 The Classification of Matter Chemistry is the study of matter. Matter is anything that has mass and volume. Mass is the amount of matter that an object has. Volume is the amount of space that an object

More information

Matter and materials. 2.2 Methods of separation. A mixture of oil and water is called an emulsion. Substances used for mixture

Matter and materials. 2.2 Methods of separation. A mixture of oil and water is called an emulsion. Substances used for mixture Substances used for mixture State of substances used for mixture 2. Cold drink concentrate and water Observations: Describe the mixture according to a) appearance; b) colour; and c) clarity. Mixtures can

More information

Weathering, Erosion, & Deposition Lab Packet

Weathering, Erosion, & Deposition Lab Packet Weathering, Erosion, & Deposition Lab Packet Name Hour Grade /50 *Copper-Bearing Rocks and Iron Rocks need to be started on Tuesday or Wednesday. Freezing is done at home and will need to be completed

More information

CO 2. Lesson 1. Production of a gas

CO 2. Lesson 1. Production of a gas Lesson 1 Production of a gas T E A C H E R G U I D E CO 2 Lesson summary Students meet volcanologist Victor Helguson, who is studying the gases released by volcanoes in Iceland. Students conduct a chemical

More information

Post-Show. Chemistry. Periodic Table of the Elements. After the Show. Traveling Science Shows

Post-Show. Chemistry. Periodic Table of the Elements. After the Show. Traveling Science Shows Traveling Science Shows Post-Show Chemistry After the Show We recently presented a Chemistry show at your school, and thought you and your students might like to continue investigating this topic. The

More information

INTRODUCTION TO LESSON CLUSTER 5

INTRODUCTION TO LESSON CLUSTER 5 INTRODUCTION TO LESSON CLUSTER 5 EXPLAINING DISSOLVING A. Lesson Cluster Goals and Lesson Objectives Goals Students should be able to explain dissolving of solids in liquids in terms of molecules. Lesson

More information

Chromatography: Candy Coating and Marker Colors Student Version

Chromatography: Candy Coating and Marker Colors Student Version Chromatography: Candy Coating and Marker Colors Student Version In this lab you will separate a mixture of unknown composition using several common household items. You will then perform a more specific

More information

Chromatography: Candy Coating and Marker Colors Teacher Version

Chromatography: Candy Coating and Marker Colors Teacher Version Chromatography: Candy Coating and Marker Colors Teacher Version In this lab you will separate a mixture of unknown composition using several common household items. You will then perform a more specific

More information

Sediment Sleuths. Purpose: To identify the types of rocks and minerals found in various regions of the state.

Sediment Sleuths. Purpose: To identify the types of rocks and minerals found in various regions of the state. Sediment Sleuths Grade Level: 7-8 Purpose: To identify the types of rocks and minerals found in various regions of the state. Suggested Goals: Students will be able to identify common rocks and minerals

More information

General Chemistry I CHEM-1030 Laboratory Experiment No. 2 Physical Separation Techniques

General Chemistry I CHEM-1030 Laboratory Experiment No. 2 Physical Separation Techniques General Chemistry I CHEM-1030 Laboratory Experiment No. 2 Physical Separation Techniques Introduction When two or more substances that do not react chemically are blended together, the components of the

More information

Relative Solubility of Transition Elements

Relative Solubility of Transition Elements Microscale Relative Solubility of Transition Elements The transition elements are found in periods 4, 5, and 6 between groups 2 and 13 of the periodic table. As the atomic number increases across a row

More information

Data Sheet for Task 1: Mixing It Up!

Data Sheet for Task 1: Mixing It Up! Data Sheet for Task 1: Mixing It Up! 1. Mix 25 ml water and 1 ml of Mystery Material A in a small container. Then mix 25 ml water and 1 ml of Mystery Material B in another container. Put the lids on and

More information

Chemistry: classifying chemical and physical changes in various materials/substances

Chemistry: classifying chemical and physical changes in various materials/substances Chemistry: classifying chemical and physical changes in various materials/substances Nikki Schilling, Ames, St. Paul Mn Based on original activity from Cool Chemistry Concoctions by Joe Rhatigan and Veronika

More information

5 th GRADE PHYSICAL AND CHEMICAL TESTS

5 th GRADE PHYSICAL AND CHEMICAL TESTS 5 th GRADE PHYSICAL AND CHEMICAL TESTS Summary: Students investigate 5 unknown white powders. They gather clues by observing the physical and chemical changes of the powders. At the end of the activity,

More information

SOIL SHAKE-UP (MODIFIED FOR ADEED)

SOIL SHAKE-UP (MODIFIED FOR ADEED) SOIL SHAKE-UP (MODIFIED FOR ADEED) Science Concept: Soil is made of many different parts, including small rocks. Objectives: The student will: describe the parts in a sample of soil; observe and communicate

More information

Chapter 5, Lesson 5 Using Dissolving to Identify an Unknown

Chapter 5, Lesson 5 Using Dissolving to Identify an Unknown Chapter 5, Lesson 5 Using Dissolving to Identify an Unknown Key Concepts Different substances are made from different atoms, ions, or molecules, which interact with water in different ways. Since dissolving

More information

Photo Finish. Investigative Lab 8. Racer 1 Young, actively growing, light green ivy leaf. Racer 2 Older, fully grown, dark green ivy leaf

Photo Finish. Investigative Lab 8. Racer 1 Young, actively growing, light green ivy leaf. Racer 2 Older, fully grown, dark green ivy leaf Name Class Date Photo Finish Comparing Rates of Photosynthesis Investigative Lab 8 Question Which will photosynthesize at a faster rate, a young ivy leaf or an older ivy leaf? Lab Overview In this investigation,

More information

mixtures reflect What properties could you use to separate the ingredients in these mixtures?

mixtures reflect What properties could you use to separate the ingredients in these mixtures? reflect Every day, we interact with many different kinds of matter. We look at it, feel it, taste it, and even breathe it. Sometimes different types of matter are combined. For example, a salad might have

More information

This Rocks! Author: Sara Kobilka Institute for Chemical Education and Nanoscale Science and Engineering Center University of Wisconsin-Madison

This Rocks! Author: Sara Kobilka Institute for Chemical Education and Nanoscale Science and Engineering Center University of Wisconsin-Madison This Rocks! Author: Sara Kobilka Institute for Chemical Education and Nanoscale Science and Engineering Center University of Wisconsin-Madison Purpose: To learn about the rock cycle and the role that weather

More information

2018 Version. Separating Mixtures Junior Science

2018 Version. Separating Mixtures Junior Science 2018 Version Separating Mixtures Junior Science 6a Solutions are made from a solute dissolved in a solvent Solution (saltwater) Solute (salt) Solvent (water) A solution is made up of a solvent and a solute.

More information

Lesson 5. Weathering Competition. Summary. Suggested Timeline. Materials. Objective. Teacher Background Knowledge. Page 1 of 6

Lesson 5. Weathering Competition. Summary. Suggested Timeline. Materials. Objective. Teacher Background Knowledge. Page 1 of 6 Page 1 of 6 Weathering Instructional Case: A series of student-centered science lessons Suggested Timeline Two 45-minute periods with one 24-hour period in between for soaking overnight. Materials Plastic,

More information

Science in the Schoolyard Guide: FOSS California Solid Earth

Science in the Schoolyard Guide: FOSS California Solid Earth Soild Earth Solid Earth > Investigation 5: Landforms > Part 2: Erosion, page 190 and Part 3: Deposition, page 199 Erosion and Deposition Parts 2 and 3 may be conducted outdoors. Refer to page 190 (Part

More information

The Ups and Downs of Weather

The Ups and Downs of Weather Overview Three concepts are paramount to understanding weather basics: temperature, pressure, and the Coriolis effect. Air temperature and pressure affect the density of an air mass. Differences in density

More information

Orbital Paths. the Solar System

Orbital Paths. the Solar System Purpose To compare the lengths of the terrestrial planets orbital paths and revolution times. Process Skills Measure, form a hypothesis, predict, observe, collect data, interpret data, communicate, draw

More information

Making Sense of Matter Study Guide. Matter is anything that takes up space and has mass.

Making Sense of Matter Study Guide. Matter is anything that takes up space and has mass. Making Sense of Matter Study Guide Matter is all around us everything is made of matter. Matter is anything that takes up space and has mass. We can classify objects by their physical properties. Physical

More information

Name Class Date DATASHEET FOR IN-TEXT LAB

Name Class Date DATASHEET FOR IN-TEXT LAB Inquiry Mixture Separation DATASHEET FOR IN-TEXT LAB The ability to separate and recover pure substances from mixtures is extremely important in scientific research and industry. Chemists need to work

More information

Chemical Bonds. MATERIALS 24-well microplate calcium chloride candle citric acid conductivity tester ethanol gloves iron ring lab apron

Chemical Bonds. MATERIALS 24-well microplate calcium chloride candle citric acid conductivity tester ethanol gloves iron ring lab apron Microscale Chemical Bonds Chemical compounds are combinations of atoms held together by chemical bonds. These chemical bonds are of two basic types ionic and covalent. Ionic bonds result when one or more

More information

What Do You Think? Investigate GOALS

What Do You Think? Investigate GOALS Activity 2 More Chemical Changes GOALS In this activity you will: Observe several typical examples of evidence that a chemical change is occurring. Make generalizations about the combinations of materials

More information

Post-Show HOT AND COLD. Gases. Liquids. Solids. After the Show. Traveling Science Shows

Post-Show HOT AND COLD. Gases. Liquids. Solids. After the Show. Traveling Science Shows Traveling Science Shows Post-Show HOT AND COLD After the Show We recently presented a Hot and Cold show at your school, and thought you and your students might like to continue investigating this topic.

More information

Identifying Solids 1-2 KEY CONCEPTS AND PROCESS SKILLS KEY VOCABULARY ACTIVITY OVERVIEW L A B O R ATO R Y A-69

Identifying Solids 1-2 KEY CONCEPTS AND PROCESS SKILLS KEY VOCABULARY ACTIVITY OVERVIEW L A B O R ATO R Y A-69 Identifying Solids 40- to 1-2 50-minute sessions ACTIVITY OVERVIEW 7 L A B O R ATO R Y Students conduct tests on the solids separated from the mixture to gain information about the physical and chemical

More information

LAB: Photosynthesis in Leaf Disks

LAB: Photosynthesis in Leaf Disks Name Date Period LAB: Photosynthesis in Leaf Disks H O N O R S B I O L O G Y : U N I T 3 Introduction: Photosynthesis is a process in which plants convert light energy (sunlight) into usable chemical energy

More information

Lab: Detecting ph of Commonly Used Acids and Bases

Lab: Detecting ph of Commonly Used Acids and Bases Lab: Detecting ph of Commonly Used Acids and Bases FOR THE TEACHER Summary In this lab, students will use their knowledge of acids and bases to determine the acidity and basicity of every day items by

More information

Characteristics of Chemical Change

Characteristics of Chemical Change Section 2 Characteristics of Chemical Change What Do You See? Learning Outcomes In this section you will Observe several typical examples of evidence that a chemical change is occurring. Make generalizations

More information

Titration with an Acid and a Base

Titration with an Acid and a Base Skills Practice Titration with an Acid and a Base Titration is a process in which you determine the concentration of a solution by measuring what volume of that solution is needed to react completely with

More information

6.7 Design Your Own Experiment: Factors

6.7 Design Your Own Experiment: Factors 6.7 Design Your Own Experiment: Factors That Affect the Rate of Dissolving Page 158 PRESCRIBED LEARNING OUTCOMES measure substances and solutions according to ph, solubility, and concentration conduct

More information

Physical and Chemical Properties of Matter Lab

Physical and Chemical Properties of Matter Lab Physical and Chemical Properties of Matter Lab Purpose To introduce the student to physical and chemical properties of matter and their use for the identification and separation of compounds. Each student

More information

Grade 5 Mixtures and Solutions Unit Template

Grade 5 Mixtures and Solutions Unit Template Delaware Science Coalition Grade 5 Mixtures and Solutions Unit Template Copyright 2008 Delaware Department of Education Copyright 2008 Delaware Department of Education 1 Preface: This unit has been created

More information

Reactivity of Halide Ions

Reactivity of Halide Ions Microscale Reactivity of Halide Ions The four halide salts used in this experiment are found in your body. Although sodium fluoride is poisonous, trace amounts seem to be beneficial to humans in the prevention

More information

Essential Knowledge #1

Essential Knowledge #1 Essential Knowledge #1 It is essential for students to analyze and interpret data demonstrating that matter is anything that has mass and volume. All matter is made up of very small particles too small

More information

Test #1. Materials: jar measuring cup water unflavored gelatin (in packets)

Test #1. Materials: jar measuring cup water unflavored gelatin (in packets) Test #1 Materials: jar measuring cup water unflavored gelatin (in packets) Methods: 1. Add ~ one-half cup of (warm or room-temperature) water to a jar. 2. Stir in one packet of unflavored gelatin. 3. Allow

More information

Your web browser (Safari 7) is out of date. For more security, comfort and. the best experience on this site: Update your browser Ignore

Your web browser (Safari 7) is out of date. For more security, comfort and. the best experience on this site: Update your browser Ignore Your web browser (Safari 7) is out of date. For more security, comfort and Activitydevelop the best experience on this site: Update your browser Ignore Student Version Magnetic Fields Lab What is a magnetic

More information

Answers. Mixtures. Year 7 Science Chapter 4. p75. p77. p79

Answers. Mixtures. Year 7 Science Chapter 4. p75. p77. p79 Answers Mixtures Year 7 Science Chapter 4 p75 p77 p79 1 A pure substance has a definite and consistent composition. Pure water is a pure substance consisting only of water atoms (H 2 O). 2 Pure salt is

More information

Predict the effect of increased competition for abiotic and biotic resources on a food web. colored pencils graph paper ruler

Predict the effect of increased competition for abiotic and biotic resources on a food web. colored pencils graph paper ruler Edit File QUICK LAB Effect of Abiotic and Biotic Factors No organism exists in isolation. Organisms depend on and compete for the abiotic, or non-living, factors in its environment. For example, organisms

More information

The Hand Warmer Design Challenge: Where Does the Heat Come From?

The Hand Warmer Design Challenge: Where Does the Heat Come From? The Hand Warmer Design Challenge: Where Does the Heat Come From? LSNED Learn Something New Every Day About Sharing and Contributions Interesting Facts Science In Your Mittens: The Chemistry Of Hand Warmers

More information

1 Solutions and Other Mixtures

1 Solutions and Other Mixtures CHAPTER 8 SECTION Solutions 1 Solutions and Other Mixtures KEY IDEAS As you read this section, keep these questions in mind: What is a heterogeneous mixture? What is a homogeneous mixture? What Is a Mixture?

More information

Lesson 4. Temperature change

Lesson 4. Temperature change Lesson 4 Temperature change T E A C H E R G U I D E Lesson summary Students meet scientist Jason Williams, an industrial chemist who designs the materials and processes for making solar cells. He explains

More information

Chapter 5, Lesson 2 Surface Tension

Chapter 5, Lesson 2 Surface Tension Chapter 5, Lesson 2 Surface Tension Key Concepts The attraction of molecules at the surface of a liquid is called surface tension. The polarity of water molecules can help explain why water has a strong

More information

Activity 6.5 From gas to liquid to solid

Activity 6.5 From gas to liquid to solid Activity 6.5 This activity is an extension of Activity 6.4a in which ice is used to make a container cold. As in Activity 6.4a, this activity will work only with sufficient water vapor in the air. Here,

More information

LEARNING ABOUT PARTS OF PLANTS. Stems

LEARNING ABOUT PARTS OF PLANTS. Stems PLANT LESSON LEARNING ABOUT PARTS OF PLANTS Stems Grade and up Science 3. Store nutrients. 4. Produce new living tissue: Stems contain meristematic tissue that generates new tissue. Xylem: Vessels that

More information

Finding the Moon. DELTA SCIENCE READER Overview Before Reading Guide the Reading After Reading

Finding the Moon. DELTA SCIENCE READER Overview Before Reading Guide the Reading After Reading Finding the Moon T ABLE OF CONTENTS ABOUT DELTA SCIENCE MODULES Program Introduction................... iii Teacher s Guide..................... iv Delta Science Readers............... vi Equipment and

More information

Materials: - containers for the centre of the volcano, to contain the eruption. Use observation, recording, and sampling techniques to construct and

Materials: - containers for the centre of the volcano, to contain the eruption. Use observation, recording, and sampling techniques to construct and Teacher Notes Activity title: Volcanoes on Mars: Lava Layering Target Age Group: Preparation: Activity Description: Scottish S1 S4 (approximately 12 16 years) Collect materials, download associated PowerPoint

More information

Chromatography: Candy Coating and Marker Colors Student Advanced Version

Chromatography: Candy Coating and Marker Colors Student Advanced Version Chromatography: Candy Coating and Marker Colors Student Advanced Version In this lab you will separate a mixture of unknown composition using several common household items. You will then perform a more

More information

The sun and water cycle

The sun and water cycle reflect The last time you took a shower, did you think about where the water came from? Sure, it came out of the showerhead, but what about before that? The water you used to wash could have spent time

More information

SCIENCE 600 CA SUPPLY LIST

SCIENCE 600 CA SUPPLY LIST 2014-2015 Supply List SCIENCE 600 CA SUPPLY LIST 2014 GLYNLYON, INC. Table of Contents UNIT 1: PLANT SYSTEMS... 1 UNIT 2: WEATHER... 2 UNIT 3: PLANT AND ANIMAL BEHAVIOR... 2 UNIT 4: EARTH IN SPACE... 3

More information

Oil and Natural Gas in Arkansas Fossil Fuel Resources from the Natural State

Oil and Natural Gas in Arkansas Fossil Fuel Resources from the Natural State NS.1.7.1 NS.1.6.4 PS.5.5.2 PS.5.6.5 ESS.8.5.7 Oil and Natural Gas in Arkansas Fossil Fuel Resources from the Natural State Middle School Lesson Plan Lesson 3 : Oil and Natural Gas Deposits Science Grades

More information

Problem How can I determine if different propellants will make a rocket travel faster?

Problem How can I determine if different propellants will make a rocket travel faster? National Aeronautics and Space Administration SPEED IT UP Student Section Student Name Lesson Objective In this lesson, you will simulate how different propellant systems affect the velocity, or speed

More information

Unit 6M.3: Changing materials

Unit 6M.3: Changing materials Unit 6M.3: Adding materials to water. Chemical reactions Skill you will use: Classifying Observing Predicting By the end of this unit you should: Know that when substances are added to water, some will

More information

Lesson 1 Matter and Its Properties

Lesson 1 Matter and Its Properties Lesson 1 Student Labs and Activities Page Launch Lab 8 Content Vocabulary 9 Lesson Outline 10 MiniLab 12 Content Practice A 13 Content Practice B 14 Math Skills 15 School to Home 16 Key Concept Builders

More information

PREPARE FOR THE ACTIVITY. Activity Sheet Chapter 6, Lesson 8 ph and Color Change

PREPARE FOR THE ACTIVITY. Activity Sheet Chapter 6, Lesson 8 ph and Color Change Activity Sheet Chapter 6, Lesson 8 ph and Color Change Name Date DEMONSTRATION 1. Your teacher poured green universal indicator into each of two cups. What does the change in color of the indicator solution

More information

Properties of Matter BEFORE READING BUILD BACKGROUND PREVIEW TEXT AND GRAPHICS

Properties of Matter BEFORE READING BUILD BACKGROUND PREVIEW TEXT AND GRAPHICS READING FOCUS SKILLS: Main Idea and Details, Cause and Effect VOCABULARY: density, gas, liquid, mass, matter, mixture, solid, solubility, solution, state of matter, suspension, volume EXTENSIONS: Writing,

More information

Foundations of Chemistry

Foundations of Chemistry Foundations of Chemistry Physical Properties Physical Properties As you read in Lesson 1, the arrangement of atoms determines whether matter is a substance or a mixture. The arrangement of atoms also determines

More information

Physical Science Review Sheet Matter & Physical Properties

Physical Science Review Sheet Matter & Physical Properties Name: Date: 1. The four diagrams below model the results of mixing atoms of different substances. Each atom is represented by a different symbol. Which diagram correctly models a chemical change? 4. Base

More information

Making a Rock OBJECTIVES SCHEDULE VOCABULARY PREPARATION MATERIALS. For the class. The students. For each student. For each team of four

Making a Rock OBJECTIVES SCHEDULE VOCABULARY PREPARATION MATERIALS. For the class. The students. For each student. For each team of four activity 2 Making a Rock OBJECTIVES In this activity, students make their own rocks. In a later activity, students will dissect these rocks in an attempt to identify the minerals and other components that

More information

Chapter 5, Lesson 1: Water is a Polar Molecule

Chapter 5, Lesson 1: Water is a Polar Molecule Chapter 5, Lesson 1: Water is a Polar Molecule Key Concepts The water molecule, as a whole, has 10 protons and 10 electrons, so it is neutral. In a water molecule, the oxygen atom and hydrogen atoms share

More information

Science 8. Unit A - Mix and Flow of Matter. Topic 1: Matter on the Move

Science 8. Unit A - Mix and Flow of Matter. Topic 1: Matter on the Move Science 8 Unit A - Mix and Flow of Matter Topic 1: Matter on the Move 1. Investigate and describe fluids used in technological devices and everyday materials. 1C. Describe examples in which materials are

More information

Chapter 6, Lesson 9: Neutralizing Acids and Bases

Chapter 6, Lesson 9: Neutralizing Acids and Bases Chapter 6, Lesson 9: Neutralizing Acids and Bases Key Concepts ph is a measure of the concentration of H 3 O + ions in a solution. Adding an acid increases the concentration of H 3 O + ions in the solution.

More information

Energy Changes in Chemical Reactions

Energy Changes in Chemical Reactions Energy Changes in Chemical Reactions Author(s): Ashley Colvin, Yunus Kinkhabwala, Prof. Song Lin, Jonathan Neff, & Greg Sauer Date Created: October 2016 Subject: Chemistry Grade Level: Middle School Standards:

More information

Chemical Reactions: The Copper Cycle

Chemical Reactions: The Copper Cycle 1 Chemical Reactions: The Copper Cycle ORGANIZATION Mode: pairs assigned by instructor Grading: lab notes, lab performance and post-lab report Safety: Goggles, closed-toe shoes, lab coat, long pants/skirts

More information

Physical and Chemical Changes Or How Do You Know When You ve Made Something New?

Physical and Chemical Changes Or How Do You Know When You ve Made Something New? Introduction Or How Do You Know When You ve Made Something New? Remember that all matter has characteristic physical and chemical properties. Matter can also undergo physical and chemical changes. How

More information

Name Class Date. How do mixtures differ from elements and compounds? How can mixtures be separated? What are solutions?

Name Class Date. How do mixtures differ from elements and compounds? How can mixtures be separated? What are solutions? CHAPTER 3 3 Mixtures SECTION Elements, Compounds, and Mixtures BEFORE YOU READ After you read this section, you should be able to answer these questions: How do mixtures differ from elements and compounds?

More information

Chemical Reactions. Teachers Guide.

Chemical Reactions. Teachers Guide. Chemical Reactions. Teachers Guide. Introduction: Almost everything you will ever see in this universe is made of atoms. Each different type of atom is known as a chemical element there are currently 118

More information

Classifying Matter. What is matter?

Classifying Matter. What is matter? What do ice cream, root beer, and carbon dioxide gas have in common? Not only do these ingredients combine to make a good treat on a hot, summer day, but they are also made of matter. Matter can be found

More information

The Sun and Water Cycle

The Sun and Water Cycle The last time you took a shower, did you think about where the water came from? Sure, it came out of the showerhead, but what about before that? The water you used to wash could have spent time in the

More information

PDFMAILER.COM Print and send PDF files as s with any application, ad-sponsored and free of charge Activity # 14.

PDFMAILER.COM Print and send PDF files as  s with any application, ad-sponsored and free of charge   Activity # 14. Activity # 14 Name Purpose Date Date due Activities 10c and 10d - Performing More Examples of Chemical Reactions To perform a number of different chemical reactions, determine what the reactants and products

More information

Activity Sheet Transferring thermal energy by dissolving salts

Activity Sheet Transferring thermal energy by dissolving salts Student Name: Date: Activity Sheet Transferring thermal energy by dissolving salts 1) Define Thermal energy and temperature in the boxes below. Thermal Energy Temperature Practice Experiment: Aim: To practice

More information

Photosynthesis in Leaf Disks Teacher Preparation and Background Information

Photosynthesis in Leaf Disks Teacher Preparation and Background Information AP Biology Name: Date: Photosynthesis in Leaf Disks Teacher Preparation and Background Information General Information: Solutions may be handled without gloves and may be disposed of in sink drains. In

More information

Matter Questions. Pure Substances Questions. 1. How is matter classified? 2. What is a pure substance? Give an example of a pure substance.

Matter Questions. Pure Substances Questions. 1. How is matter classified? 2. What is a pure substance? Give an example of a pure substance. Unit 6 ~ Learning Guide Name: Instructions: Using a pencil, complete the following notes as you work through the related lessons. Show ALL work as is explained in the lessons. You are required to have

More information

Working in the Chemistry Laboratory

Working in the Chemistry Laboratory Working in the Chemistry Laboratory Accelerated Chemistry I Introduction: One of the most important components of your chemistry course is the laboratory experience. Perhaps you have done experiments in

More information

Opening. Monster Guard. Grades 1-3. Teacher s Guide

Opening. Monster Guard. Grades 1-3. Teacher s Guide Teacher s Guide PLEASE NOTE: Students must complete the Initiation section of the Monster Guard app before they begin this activity, in order to gain access to the Earthquake training mission. Opening

More information

CLASSROOM SCIENCE ACTIVITIES

CLASSROOM SCIENCE ACTIVITIES CLASSROOM SCIENCE E ACTIVITIES ITIES Instructional note Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago. (3-LS4-1) 3 From

More information